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Early Childhood Education: What Works and What Doesnt Greg J. Duncan University of California, Irvine What problems do we want preschool programs trying to address? Some would say school readiness gaps Others would say


  1. Early Childhood Education: What Works and What Doesn’t Greg J. Duncan University of California, Irvine

  2. What problems do we want preschool programs trying to address? • Some would say – school readiness gaps • Others would say – lifetime disadvantage

  3. Have I got some programs for you! • Short run: Boston pre-K eliminates short-run achievement gaps between low- and middle-income children • Long-run: Perry Preschool, Abecedarian and Head Start have generated large long-run benefits

  4. Outline for talk • Short run: Best bets for policies that promote school readiness For short-run impacts, worry about curriculum and less about classroom structure Go for a play-based academically-oriented curriculum that also develops socioemotional skills.

  5. Outline for talk • Longer-run: Can today’s programs repeat the long -run successes of past programs? Not by themselves. For longer-run impacts, scale up pre-K and integrate it with K-12 so that it becomes another (quite differently structured) year of school.

  6. Policy Levers for School Readiness • Process quality regulation (e.g., QRIS) • Curriculum requirements and coaching

  7. Process Regulation Policy Lever • Star-type ratings for quality based on structural characteristics and classroom observations (ECRS, CLASS) • No strong evidence that process quality improves school readiness substantially

  8. Curriculum Policy Lever Types of curricula • Whole-child (used in 75% of Head Start and 40% of pre-K classrooms; called “Constructivist” by some) • Content-specific (e.g., math or literacy) (used in ~20% of Head Start and pre- K classrooms; not “Direct Instruction”) • Locally-developed

  9. Impacts of Various Curricula on Academic Outcomes 0.50 Difference in Standard Deviation Units 0.25 0.00 Whole child Math + Math vs. Literacy vs. curricula vs. literacy vs. whole-child whole child locally whole-child developed -0.25 Source: Nguyen’s (2016)

  10. Impacts of Various Curricula on Academic Outcomes 0.50 Difference in Standard Deviation Units Whole child 0.25 curricula vs. locally developed 0.00 Math + Math vs. Literacy vs. ns literacy vs. whole-child whole child whole-child -0.25 Source: Nguyen’s (2016)

  11. Impacts of Various Curricula on Academic Outcomes 0.50 Difference in Standard Deviation Units Whole child 0.25 curricula vs. locally developed 0.00 Math + Math vs. Literacy vs. ns literacy vs. whole-child whole child whole-child -0.25 Source: Nguyen’s (2016)

  12. • Short run: Best bets for policies that promote school readiness For short-run impacts, worry about curriculum and less about classroom structure Go for a play-based academically-oriented curriculum that also develops socioemotional skills.

  13. Short- vs. Long-run Effectiveness: Can today’s programs produce long-run gains??? Probably not without close coordination with K-12 schooling

  14. Building Blocks Math Impacts 0.75 .63 sd 0.50 0.25 0.00 4 5 6 7 8 9 10 Age Solid marker p<.05

  15. Building Blocks Math Impacts 0.75 .63 sd 0.50 0.25 0.00 4 5 6 7 8 9 10 Age Solid marker p<.05

  16. Fade out in cognitive impacts in 67 ECE studies 0.40 End of program Effect size in sd units 0.30 0.23 0.20 0.10 0.09 0.05 0.06 0.10 0.00 0 0-1 1-2 2-4 4+ Years since end of treatment Solid marker denotes p<.05. Source: Li et al. (2017)

  17. Huge disappointment Why the fadeout/catch-up? • Academic skills taught in pre-K are quickly learned in K • Need to teach basic skills AND be a “charging station” for pre -K skills • Need curriculum alignment and coaching how to teach children with different math skills

  18. Non-solutions: • Turn preschool into a stressful, worksheet-laden, regimented mini-elementary school

  19. Possible ways of sustaining pre-K impacts: • Train preschool and early-grade teachers to teach numeracy and literacy • Use proven play-based pre-K curricula • Integrate and (co-locate?) preschool and K-3 instruction • Focus on Common Core-type learning goals and use preschool to prepare children for them

  20. Greg J. Duncan gduncan@uci.edu School of Education University of California, Irvine

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